Bridging the Digital Divide: Inclusive Digital Transformation for Differently Abled Students in Sri Lankan Higher Education

Abstract

This study critically examines the potential for inclusive digital transformation within Sri Lankan higher education (HE), specifically focusing on addressing the persistent inequalities that characterize the digital divide for students with disabilities. The rapid, global shift to online education, significantly accelerated by the COVID-19 pandemic, exposed critical gaps in technological infrastructure, digital literacy, and pedagogical inclusivity within the nation’s universities. Employing a qualitative, interpretive research design grounded in constructivist and phenomenological paradigms, this research explored the lived experiences of 20 differently abled undergraduates and five academic staff members across four public Sri Lankan universities. Data were systematically gathered through semi-structured interviews and documentary analysis. The findings reveal that while digital transformation ensured educational continuity during crises, it concurrently exacerbated disparities concerning accessibility, the availability of assistive technology, and institutional responsiveness. Key systemic barriers identified include a pervasive lack of policy coherence, limited faculty preparedness regarding inclusive digital pedagogy, and insufficient institutional accountability. Conversely, the study documents students’ remarkable resilience, adaptive agency, and strong peer collaboration as powerful forces that help navigate otherwise exclusionary systems. The research emphatically argues that effectively bridging the digital divide requires integrating Universal Design for Learning (UDL) principles and Digital Equity Theory into HE policy, pedagogy, and operational practice. By systematically institutionalizing inclusive digital design and proactively fostering comprehensive attitudinal change, Sri Lanka can achieve equitable and sustainable access to higher education for all learners.